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Fall 2014 Schedule
U ED. 70001 - Urban Ed Core Colloquium I
GC:   R, 6:30-8:30 p.m., Rm. 3212, 1 credit, Prof. Adams [25417] Course open to Urban Education students only. 
U ED. 70400 - Pedagogy and the Urban Classroom 
GC:   M, 4:15-6:15 p.m., Rm. 3212, 3 credits, Prof. Spring, [25418] Course open to Urban Education students only.  
U ED. 70600 - Introduction to Research in Urban Ed
GC:   R, 4:15-6:15 p.m., Rm. 3212, 3 credits, Prof. Picciano, [25419] Course open to Urban Education students only.
U ED. 71100 - Immigrant Children & Families
GC:   M, 6:30-8:30 p.m., Rm. 3306, 3 credits, Prof. Korn-Bursztyn, [25420]
In this seminar we will explore the perspectives of immigrant families residing in New York City on education and schooling, and examine how families negotiate relations with schools. The interaction between immigrant families and schools provides fertile ground for a meeting of social imaginations - the familial and the pedagogic - providing ground for shared purpose and for clarifying barriers to genuine engagement.  In this seminar, we will identify and study causes of potential tension and conflict as well as opportunities for engagement between families and schools.  We will explore the often vast gaps between immigrant families’ cultures of origin and the cultures of urban schools, while pointing to the ways in which schools can develop relationships of trust with families.
Researchers (Christenson & Carlson, 2005; Harry, 2008; Roopnarine,  Krishnakumar,  Metindogan & Evans, 2006) often cite the need to improve relations between diverse/immigrant families and schools in order to address minority children’s academic performance gap and social adjustment. In this seminar, we will consider the ways in which parental ethnocultural beliefs and approaches to childrearing and education are significant to patterns of enculturation of immigrant communities and their children. We will take up the role of school in educating citizens for democracy, and consider the possibilities that inhere in change – for both individuals and for society. 
*This seminar draws on the edited volume (publication date 2014) by Carol Korn-Bursztyn & Alberto Bursztyn, Immigrant Children and Youth (ABC-Clio).
U ED. 71200 - Introduction to Urban Literacies
GC:   T, 6:30-8:30 p.m., Rm. 3212, 3 credits, Prof. Epstein, [25421]  
The course will introduce participants to research on literacies in urban environments. The course will begin with an introduction to the role of culture and diversity in teaching and learning, with special attention to the cultural practices of marginalized youth and adults. Participants then will examine studies on the development of literacies in diverse settings, the relationships between home/community literacy practices and those employed in classrooms and schools, and the interplay between young people’s cultural identities and the literacy practices in which they participate. Participants will examine how authors employ sociocultural theory, culturally responsive pedagogy, critical race theory, lat/crit theory, feminist theory, queer theory and dis/crit theory to frame research problems, questions, methods and findings, and explore what and how the studies contribute to existing research in the field.
U ED. 72100 - Researching Teaching and Learning in Urban Education
GC:   R, 6:30-8:30 p.m., Rm. 8202, 3 credits, Prof. Tobin, [25422]
The topics addressed in this course include multiple theoretical perspectives associated with hermeneutic-phenomenological-ethnomethodological theory. The primary modes of inquiry that underpin the course are: narrative, interpretive, event-oriented, and authentic. Specific methodologies  to be learned are: conversation analysis, video analysis, prosody, oximetry, proxemics and facial expression analysis.
Participants will develop expertise through reading theoretical and empirical research and applying it to challenges associated with urban education. Some of the overarching principles addressed in the course include polyphonia, polysemia, and balancing priorities of research for theorizing and transforming practice.
In addition to designing and enacting research the course examines issues concerning ethics, obtaining funding for research, publishing in appropriate places, and indicators of research quality.
U ED. 72200 - Planning and enacting research in urban education: SMT
GC:   T, 6:30-8:30 p.m., Rm. 3307, 3 credits, Prof. Bayne, [25423]
The course will examine contemporary research in urban contexts for the teaching and learning of science, mathematics and technology and more broadly, studies situated in the learning sciences (i.e., the science of teaching and learning in formal and informal contexts). Participants will analyze existing research in terms of the theoretical frameworks that underpin both the research methods and the issues that are studied. In addition, critical reviews will involve analyses of ethical issues and the balance between the outcomes in terms of  theory and practice.
Participants in the course will review relevant literature concerning theory and research for a selected topic that is salient to Urban Education. In addition, a study will be designed to highlight the relevance of the selected focus area, the importance of core identified issues, and the methods and procedures used in a multi-logical study. A proposal also will be developed for submission to the  Institutional Review Board – addressing each of the questions and criteria needed for approval by the IRB.
Participants in the course are expected to issue a leadership role in teaching others in relation to selected focus areas they select for the three facets of this course – i.e., (a)  literature review; (b)  research proposal; (c)  ethics approval. As well as preparing written products, participants will present their work at the Urban Science Education Research – Seminar (USER-S).
U ED. 75100 – Critical Childhood & Youth Studies 
GC:   T, 4:15-6:15 p.m., Rm. 7395, 3 credits, Prof. Luttrell, [25428] Course open to Urban Education & MALS students only.
Critical Childhood Studies (sometimes called the “new sociology/anthropology of childhood”) understands youth as social actors who are “central informants of their own life worlds” (Christensen and James 2008). Not incomplete adults but human subjects who have insights, they contribute to as well as are shaped by social institutions.  This course will examine the basic tenants of critical childhood studies, including the ways in which it contests the traditional socialization model, which emphasizes children as passive recipients of a unidirectional socialization process.  A critical childhood studies approach understands child-adult relationships as existing within power relations-- therefore, Waksler’s (1996) argument that “children do not have the power to correct adults’ misunderstandings of them.” The new sociology of childhood critiques the “old” sociology of childhood that ignored the significant effects of adults always speaking for children, the ease of which “effectively silenced” children. Rejecting neither the idea that children develop nor that children are dependent on adults, the new sociology of childhood suggests that children's relationship with adults is one of interdependence rather than deficiency.  Acknowledging the lack of authority that children have in their relationships with adults, childhood studies recognizes the differences in power relations and works toward understanding children's agency. At the same time, there are dangers associated with romanticizing children’s voice which the course will also consider.    
The class will examine the conceptual framework of critical childhood studies and its intersection with critical theory, disability studies, feminist theories, and critical race theory.  It will imagine generational difference as a border, and look at research that enables us to understand children and youth relative to power relations, authority, culture, education and punishment.  It will also look at adults with whom children are in relationship, including parents, teachers, police, and counselors, as well as the institutions, discourses and systems that shape how childhood is experienced.  We will ask methodological questions about how to study children from the standpoint of the new sociology of childhood.
U ED. 75100 - Diversity Matters: Current Educational Policies and Practices in the Urban Context
GC:   W, 6:30-8:30 p.m., Rm. 4422, 3 credits, Prof. Sonu, [25425] 
This seminar examines current educational policies and practices in light of issues on diversity. It explores the role of schooling in the formation of human subjects at the intersections of class, race/ethnicity, gender, and sexuality, as well as the ways in which schooling is interpreted and shaped by critical multiculturalism, critical pedagogy, and activists from minoritized communities. Through an analysis of current educational policies, practices, and research related to issues of standardization, privatization, and teacher certification, this seminar is designed to assist doctoral students who are interested in conducting similar kinds of research. It therefore includes discussion of context-sensitive research for urban educational improvement and community-based engagements.
U ED. 75100 - Educating Educators  
GC:   M, 4:15-6:15 p.m., Rm. 3305, 3 credits, Prof. Michelli, [25429] 
In this seminar we will engage in a deep analysis of policy, practice, and research related to how educators are prepared in the United States and elsewhere, with special focus on urban education. You will engage in reading, discussion and research around critical questions central to the field including the influence of federal policy, the connection between research and policy, the application of high stakes testing to teacher education, the privatization of teacher education, the rise of alternate pathways to teaching, major changes in accreditation and consideration of the job market. Class sessions will include, where possible, discussions with leaders in teacher education such as policy makers, researchers, administrators and faculty in teacher education.  Many graduates of the Ph.D. program in Urban Education have entered careers as teacher educators. This seminar is designed to give you an "insider view" of the issues surrounding the profession.
U ED. 75100 - Integral Urban Education: Translational and Transformative Approaches
GC:   M, 6:30-8:30 p.m., Rm. 8202, 3 credits, Prof. Forbes, [25426]
Mindfulness is more popular than ever; yet there are also growing concerns about why, how, and by and for whom it is being practiced.  Is it for personal gain and to help us adjust to the given stresses of neoliberal society, or is it a way to radically question and transform existing assumptions and societal relationships?  We will first look at the origins of mindfulness within Buddhism and how it was recently converted into a separate secular practice (e.g. Mindfulness Based Stress Reduction).  Drawing from engaged Buddhist and Integral perspectives we will then critically examine how mindfulness is being practiced and employed with students and teachers in K-16 education sites as part of the emerging field of contemplative education.  This includes looking at all relevant organizational, developmental, psychological, relational, cultural, political, and spiritual aspects of both mindfulness and education.  As an alternative to current mindfulness approaches we will create and seek to apply integral, transformational projects within urban educational sites in order to contribute to more evolved and healthy lives for urban youth, teachers, and school communities.  For more information please see
U ED. 75100 - New Media Literacy
GC:   W, 6:30-8:30 p.m., Rm. 3305, 3 credits, Prof. Zuss, [25424] 
The seminar will examine the pedagogical and cultural implications of new media and digital literacies. A transformative cultural logic is altering the balance and ratio of the visual in relation to the symbol, word and text.  The historical and sociocultural changes the new media represent compel educators to assess the novel challenges current media practices present to all textual communities in the formation of individual and collective literate identity. Within critical historical and anthropological perspectives we will investigate new media as supplements, replacements  or remediations of traditional text based learning environments. Critical examinations will be conducted of  the potentials of emergent  ‘cultural software’ and media formats, including Facebook, Twitter, instagam, websites such as CNN, and the proliferation of apps. Core themes that will orient our investigation of new media will include aspects of visual culture, technologies of the sign, historically situated technology as specific modes of human technics, and their formative role in shaping the cultural conditions for cognition, perception and embodiment.
U ED. 75100 - Qualitative Educational Research
GC:   W, 4:15-6:15 p.m., Rm. 4419, 3 credits, Prof. Luttrell, [25427] Course open to Urban Education students only.
U ED. 75100 - Researching Emotions in Teaching and Learning
GC:   T, 4:15-6:15 p.m., Rm.5383, 3 credits, Prof. Alexakos, [25430] 
Researching Emotions in Teaching and Learning This course will explore researching emotions in teaching and learning in SMT. Topics will include emotions, mindfulness, identity, emotional styles, laughter, radical listening, cogenerative dialogue, coteaching and the physiological expression of emotions. In addition to providing a theoretical synthesis for such research and using examples from practice, we will develop designs and strategies that could be used to research emotions, and emotional climate such as the creation of heuristics, audience response surveys and  facial recognition protocols.  Discussions will include how to carry out such research, methodologies, methods of data collection and analysis and challenges.